The Yesterday&Today (also formerly known as Gister & Vandag) was started in 1981. The Y&T is a journal dedicated to serve and academically stimulate the education community that teaches History and doing empirical or/and qualitative research in History teaching as well as research in any other themes related to the subject and discipline of History. In this way the improving of the teaching of History on all educational levels are promoted. The intention always is to accommodate a variety of teaching approaches or/and perspectives on the past. History’s associations with, and contributions in, other disciplines are also explored. The Journal has recently received accreditation status from the Department of Education of South Africa.

For citation statistics for this journal from 2010 click here.

Educational and fair-use copying of the Yesterday & Today, for research and teaching and not for profit, is permitted. Opinions expressed or conclusions arrived at in articles and book reviews are those of the authors and are not to be regarded as those of the North-West University or the Yesterday & Today Editorial Board.

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Recent Submissions

  • Lest we forget: An autobiography [Book review] 

    Mpanza, Bafana (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
  • Every step of the way: The journey to freedom in South Africa. [Book review] 

    Iyer, Leevina (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
  • Some considerations for history teachers in acknowledging and valuing heritage and teaching good citizenship at schools in a post-colonial, post-apartheid era 

    Haupt, Paul M (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
    In a diverse and fractured post-colonial society, schools need to take cognizance of the multi-faceted perspectives of heritage represented within the school community. A healthy debate between the various segments of the ...
  • Assessment in the teaching of Holocaust history and Theories of Race 

    Cushman, Lesley (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
    The focus of this article is Holocaust education as well as the teaching and learning of race theories, as set out in the Curriculum and Assessment Policy Statements (CAPS) for Grade 9 Social Sciences (History), and Grade ...
  • The development of Afrocentricity: A historical survey 

    Chawane, Midas (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
    The origin of the Afrocentric philosophy cannot be established with certainty. The most influential book advocating it was published in 1954. Marcus Garvey was one of the most influential propagators of the ideology. ...
  • Utilising the stone age for sport historical teaching 

    Cleophas, Francois Johannes (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
    In this article the author explored sport history pedagogy by combining the Canadian Benchmarking Project with the Revised Bloom’s Taxonomy (RBT) for teaching ancient culture to undergraduate students of sport history. The ...
  • The depiction of women in the verbal text of a junior secondary Malawian history textbook – an analysis 

    Chiponda, Annie F; Wassermann, Johan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
    This article analyses the depiction of women in the verbal text of a history textbook used at junior secondary school level in Malawi. The focus falls on how women are depicted in the textbook and why they are depicted ...
  • The South African high school history curriculum and the politics of gendering decolonisation and decolonising gender 

    Wills, Lindsay (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
    In this article, I argue that the category of gender should be an essential consideration for a decolonised curriculum, and that gender theory should be included in its analytical toolbox for two reasons: firstly, because ...
  • A History teacher educator’s reflections after classroom observations: The need for multi-perspectives, oral history and historiography in a history methodology course 

    Nussey, Reville (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
    Given current debates about South Africa’s contested past, how could teacher educators address this issue with preservice teachers so that their historical understanding develops and they present a multi-perspective view ...
  • SASHT online History quiz off to a good start 

    Odendaal-Kroon, Rika (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
  • Tales of the Old East Coast from Zululand to the Cape 

    Hlatswayo, Thembani (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
  • The new black middle class in South Africa 

    Ngwane, Simphiwe (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
  • A far-away war: Angola, 1975-1989 

    Wessels, André (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
  • Innovative ways to teach the youth lessons from South Africa’s historical legacies 

    Malan, Jan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
    This article explains a creative way in which lessons from history may in future be presented to a new generation. This will be made possible by utilising new technology and ingenuity to make history educational and ...
  • A systematic method for dealing with source-based questions 

    Haw, Simon (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)
    This article is intended to help both learners and teachers get to grip with the source material used in examination and tests by providing a systematic way in which to analyse them for such factors as usefulness, ...
  • “Making History compulsory”: Politically inspired or pedagogically justifiable? 

    Davids, M Noor (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
    While recognising the contested nature of History as a school subject, this article explores the political context and practical implications of making History compulsory until Grade 12. After twenty one years of democracy, ...
  • Inclusive histories for inclusive futures: Interactions and entanglements then and now 

    McDonald, Jared (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
    This article makes a case for the production and dissemination of inclusive histories in public dialogue and public spaces of history consumption, including classrooms, lecture halls, monuments and textbooks. Inclusive ...
  • Thoughts about the historiography of veracity or “truthfulness” in understanding and teaching History in South Africa 

    Van Eeden, Elize S (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
    Debating the understanding and use of historical content as fact and/or fiction in publications has come a long way in the science of History (historiography). Arthur Marwick for example, in “The new nature of history, ...
  • Creating a British World: British colonial teachers and the Anglicising of Afrikaner children 

    Le Roux, Cheryl S (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
    The contribution of the British Colonies in supporting Britain in its quest to promote English and British culture amongst Afrikaner children during and in the aftermath of the Anglo Boer War is examined in this article. ...
  • Using life stories to teach about resistance to apartheid 

    Ludlow, Helen (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
    This study investigates the responses of undergraduate history students, who are also student teachers, to the use of the autobiography or biography of an apartheid resister in their third year academic history course. ...

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